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What is developmental psychology?

What is developmental psychology?

Developmental psychology is a fascinating field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death.

What are the main features of developmental psychology?

  • Lifespan Approach: It examines development across all stages of life, from prenatal development to old age.
  • Multidimensional Focus: Developmental psychology recognizes that growth occurs in various domains – physical, cognitive, social, emotional, and moral.
  • Nature vs. Nurture: This field explores the complex interplay between biological (genetic) predispositions and environmental influences on development.
  • Continuity vs. Discontinuity: Developmental psychologists debate whether development is a gradual, continuous process or punctuated by distinct stages.

What are important sub-areas in developmental psychology?

  • Prenatal Development: Examines the growth and development of the fetus from conception to birth.
  • Infancy and Childhood: Focuses on rapid physical, cognitive, social, and emotional development during the early years.
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and teenage years.
  • Emerging Adulthood: Explores the development of identity, relationships, and career paths in young adulthood.
  • Middle Adulthood: Examines changes in physical health, cognitive abilities, and family dynamics during middle age.
  • Late Adulthood: Studies the physical, cognitive, and social changes associated with aging.

What are key concepts in developmental psychology?

  • Critical Period: A specific time window when an organism is highly susceptible to environmental influences impacting development.
  • Maturation: The biological unfolding of genetic potential, leading to physical growth and development.
  • Attachment Theory: Explores the importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout life.
  • Social Development: The process by which individuals learn to interact with others and form relationships.
  • Moral Development: The development of an understanding of right and wrong, and a sense of ethical principles.

Who are influential figures in developmental psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the concept of the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is developmental psychology important?

  • Understanding Human Development: Provides a deeper understanding of how humans grow and change throughout life.
  • Early Childhood Intervention: Helps design programs and interventions to support healthy development in children, especially those facing challenges.
  • Education: Developmental psychology informs educational practices by tailoring teaching methods to different age groups and developmental stages.
  • Parenting and Family Support: Offers insights into child development stages, fostering positive and supportive parenting practices.
  • Aging Well: Helps us understand the aging process and develop strategies to promote healthy aging physically, cognitively, and socially.

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What is child psychology?

What is child psychology?

Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

What are the main features of child psychology?

  • Focus on Childhood: It delves into the unique aspects of development during the early years of life.
  • Multifaceted Approach: Examines a variety of domains, including emotional well-being, cognitive abilities, social skills, and moral development.
  • Developmental Stages: Child psychology acknowledges that children progress through distinct stages with specific challenges and milestones.
  • Play and Exploration: Recognizes the importance of play and exploration in learning and development.

What are important sub-areas in child psychology?

  • Prenatal Development: Examines how experiences in the womb can impact a child's physical and mental development.
  • Infant Development: Focuses on rapid physical, cognitive, and social-emotional development during the first year of life.
  • Early Childhood Development: Studies the cognitive, social, and emotional growth that occurs between the ages of 2 and 6.
  • Middle Childhood Development: Examines the physical, cognitive, and social changes experienced during the school years (ages 6-12).
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and the teenage years.

What are key concepts in child psychology?

  • Attachment Theory: The importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Developmental Milestones: The expected skills and abilities children acquire at different ages.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout childhood.
  • Social Development: The process by which children learn to interact with others and form relationships.
  • Play Therapy: A therapeutic approach using play to help children express themselves, process emotions, and develop coping mechanisms.
  • Temperament: Inborn behavioral styles and characteristics influencing children's responses to their environment.

Who are influential figures in child psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life, including challenges specific to childhood.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is child psychology important?

  • Promoting Healthy Development: Provides insights for optimizing a child's physical, cognitive, social, and emotional well-being.
  • Early Intervention: Helps identify developmental delays or challenges early on, allowing for timely intervention and support.
  • Understanding Behavior: Provides a framework for understanding children's behavior and responding appropriately.
  • Positive Parenting: Offers guidance on effective parenting practices that foster healthy development and nurturing relationships.
  • Educational Practices: Informs the development of age-appropriate curriculum and teaching methods in schools.

How is child psychology applied in practice?

  • Early Childhood Education: Provides the foundation for designing effective preschool and kindergarten programs.
  • Parenting Education and Support: Offers guidance on child development stages and
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Developmental psychology and child psychology: The best textbooks summarized

Developmental psychology and child psychology: The best textbooks summarized

Summaries and Study Assistance with Developmental psychology and child psychology

Table of content

  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
Summaries and supporting content: 
Summaries per chapter with the 3rd edition of A Critical Introduction to Sport Psychology by Moran and Toner
Summary with the 8th edition of Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 6th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 9th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
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Developmental psychology: the best scientific articles summarized

Developmental psychology: the best scientific articles summarized

Study guide with articles for Developmental psychology

Summaries and study assistance with articles for Developmental psychology

  • for 60+ summaries with articles for Developmental psychology, see the supporting content of this study guide

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Summaries and supporting content: 
Artikelsamenvatting bij The teenage brain, Surging hormones & Brain-behavior interactions during puberty van Peper & Dahl - 2013
Artikelsamenvatting bij The teenage brain: Peer influences on adolescent decision making van Albert e.a. - 2013
Artikelsamenvatting bij The teenage brain: adolescents and alcohol van Spear - 2013
Artikelsamenvatting bij Less guilty by reason of adolescence van Steinberg & Scott - 2003
Artikelsamenvatting bij Moral Identity van Hardy & Carlo - 2011
Artikelsamenvatting bij Adolescents' selective visual attention for high-status peers: The role of perceiver status and gender van Lansu e.a. - 2014
Artikelsamenvatting bij In search of explanations for early pubertal timing effects on developmental psychopathology van Ge & Natsuaki - 2009
Artikelsamenvatting bij Developmental trajectories and milestones of lesbian, gay, and bisexual young people van Savin-Williams & Cohen - 2015
Artikelsamenvatting bij Comprehensive sexuality education as a longitudinal predictor of LGBTQ name-calling and perceived willingsness to intervene in school van Baams e.a. - 2017
Artikelsamenvatting bij Incidence, clinical management, and mortality risk following self harm among children and adolescents: Cohort study in primary care van Morgan e.a. - 2017
Artikelsamenvatting bij Developmental changes in the priority of perceived status in childhood and adolescence van Lafontana & Cillessen - 2010
Artikelsamenvatting bij Studying adolescent-parent relationships from the lens of developmental psychology van Smetana - 2011 - Exclusive
Artikelsamenvatting bij The interpersonal theory of suicide and adolescent suicidal behavior van Barzilay e.a. - 2015
Artikelsamenvatting bij A Longitudinal Examination of the Interpersonal Theory of Suicide and Effects of School-Based Suicide Prevention Interventions in a Multinational Study of Adolescents van Barzilay e.a. - 2019 - Exclusive
Artikelsamenvatting bij Differences in non-suicidal self-injury and suicide attempts in adolescents van Brausch & Gutierrez - 2010
Artikelsamenvatting bij What is self-injury? van Whitlock - 2010 - Exclusive
Artikelsamenvatting bij The cutting edge: Non-Suicidal Self-Injury in Adolescence van Whitlock - 2009
Artikelsamenvatting bij A strengths based method for homeless youth van Krabbenborg e.a. - 2013
Artikelsamenvatting bij Vulnerable populations and the transition to adulthood van Osgood e.a. - 2010
Artikelsamenvatting bij Internet and social media use as a resource among homeless youth van Rice & Barman-Adhikari - 2014
Artikelsamenvatting bij Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds van Mason et al. - 2010
Artikelsamenvatting bij The development of a diagnostic instrument to measure social information processing in children with mild to borderline intellectual disabilities van Nieuwenhuijzen e.a. - 2011
Artikelsamenvatting bij lustering of health-compromising behavior and delinquency in adolescents and adults in the Dutch population van van Nieuwenhuijzen e.a. - 2010
Artikelsamenvatting bij Online communication among adolescents: An integrated model of its attraction, opportunities, and risks van Valkenburg & Peter - 2011
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
Artikelsamenvatting bij Transitions to adulthood: What we can learn from the West van Fustenberg - 2013
Artikelsamenvatting bij Mapping youth transitions in Europe., Publications office of the European Union, Luxembourg - Eurofound - 2014
Artikelsamenvatting bij Developmental changes in parent- child communication throughout adolescence van Keijsers & Poulin - 2013
Artikelsamenvatting bij Parenting adolescents van Steinberg & Silk - 2002
Artikelsamenvatting bij Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families van Eccles e.a. - 1993
Artikelsamenvatting bij How US Children and adolescents spend time: what it does (and doesn't) tell us about their development van Larson - 2001
Artikelsamenvatting bij A developmental perspective on alcohol and youths 16 to 20 years of age van Brown e.a. - 2008
Artikelsamenvatting bij Adolescence-limited and life-course-persistent antisocial behaviour van Moffitt - 1993
Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
Artikelsamenvatting bij Reciprocal effects between parental solicitation, parental control, adolescent disclosure, and adolescent delinquency van Keijsers e.a. - 2010
Artikelsamenvatting bij “Shake It Baby, Shake It”: Media preferences, sexual attitudes and gender stereotypes among adolescents van Ter Bogt e.a. - 2010
Artikelsamenvatting bij Early Adolescent Music Preferences and Minor Delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Early adolescent music preferences and minor delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Music listening in Adolescence van Ter Bogt e.a. - 2011
Artikelsamenvatting bij Vulnerable youth and the transition to adulthood. ASPE Research Brief - ASPE - 2009
Artikelsamenvatting bij Peer relationships in childhood van Rubin et al. - 2005
Artikelsamenvatting bij Friendship stability and change in childhood and adolescence van Poulin & Chan - 2010
Artikelsamenvatting bij The development of delinquency and perceived friendship quality in adolescent best friendship dyads van Selfhout e.a. - 2008
Artikelsamenvatting bij The role of music preferences in early adolescents’ friendship van Selfhout e.a. - 2009
Artikelsamenvatting bij Peer selection and socialization effects on adolescent intercourse without a condom and attitudes about the costs of sex van Henry e.a. - 2007
Artikelsamenvatting bij A meta-analysis of the relations between three types of peer norms and adolescent sexual behavior van Van de Bongardt e.a. - 2015
Article summary with Romantic Relationships and Sexuality in Adolescence and Young Adulthood: The Role of Parents, Peers, and Partners by Van de Bongardt a.o. - 2015
Artikelsamenvatting bij Ouders als moderators van peer pressure bij seksuele relaties van Van de Bongardt e.a. - 2014
Artikelsamenvatting bij Understanding popularity in the peer system van Cillessen & Rose - 2005
Artikelsamenvatting bij Inequality matters: Classroom status hierarchy and adolescents’ bullying & Differential effects of the KiVa antibullying program van Garandeau e.a. - 2014
Artikelsamenvatting bij Determinants of adolescents’ active defending and passive bystanding behavior in bullying van Gini e.a. - 2008
Artikelsamenvatting bij Personal and interpersonal antecedents and consequences of victimization by peers van Hodges & Perry - 1999
Artikelsamenvatting bij The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions van Perren e.a. - 2013
Artikelsamenvatting bij Bystanders matter: Associations between defending, reinforcing, and the frequency of bullying in classrooms van Salmivalli e.a. -2011
Artikelsamenvatting bij Early parenting and children’s relational and physical aggression in the preschool and home contexts van Casas e.a. - 2006
Artikelsamenvatting bij Effectiveness of the Incredible Years Parent Training to modify disruptive and prosocial child behaviour van Menting e.a. - 2013
Artikelsamenvatting bij Friendships of aggressive youth: Considering the influences of being disliked and of being perceived as popular van Rose e.a. - 2004 - Exclusive
Artikelsamenvatting bij Effectiveness of an individual school-based intervention for children with aggressive behaviour: A randomized controlled trial van Stoltz e.a. - 2013 - Exclusive
Artikelsamenvatting bij The development of aggressive behaviour during childhood: What have we learned in the past century? van Tremblay - 2000 - Exclusive
Artikelsamenvatting bij Relational aggression in adolescents: A review of theoretical and empirical research van Voulgaridou & Kokkinos - 2015 - Exclusive
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
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Developmental psychology: The best concepts summarized

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Youth Intervention: Theory, Research, and Practice – Lecture 4 (UNIVERSITY OF AMSTERDAM)

There are several guidelines for treating children with ADHD:

  1. Always start with psychoeducation.
  2. Offer behavioural parent and/or teacher training.
  3. Offer medication in severe cases or when the previous interventions were not effective.

Behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. This is especially the case in studies where the outcomes are blinded. However, parenting practices and conduct problems improve after behavioural interventions and this is often the main reason for referral, meaning that behavioural interventions serve their goal. Improving parents’ behaviour towards their children may improve child behaviour and improve the quality of the parent-child relationship.

Children who receive behavioural consultation are less likely to receive medication later that year. If they do receive medication, the dosages are lower compared to children who did not receive behavioural consultation. Using ­a low-intensity behavioural intervention as a first-line

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Youth Intervention: Theory, Research, and Practice – Lecture 2 (UNIVERSITY OF AMSTERDAM)

There are three learning paths to fear:

  1. Modelling (i.e. modelling and positive reward)
    This holds that fear develops as a result of imitation and stories (i.e. imitation).
  2. Classical conditioning (i.e. systematic desensitization)
    This holds that fear develops through associative learning.
  3. Operant conditioning (i.e. exposure)
    This holds that fear develops through gratification and reward.

There are three intervention techniques for anxiety:

  • Cognitive-behavioural therapy
  • Modelling
  • Exposure

The information processing theory holds that attention, interpretation and memory biases will lead to problematic cognitions. This means that an ambiguous situation (e.g. “seeing children laugh”) could be interpreted negatively (e.g. “they are laughing at me”) and this could lead to a memory bias (e.g. “I only remember people laughing at me when I wore this t-shirt”).

All treatment protocols for anxiety treatment starts psychotherapy. Next, the

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Youth Intervention: Theory, Research, and Practice – Lecture 1 (UNIVERSITY OF AMSTERDAM)

Children should have at least five symptoms for a period of two weeks including either the first or the second one to be diagnosed with major depressive disorder:

  • Feeling or appearing depressed, sad, tearful, or irritable.
  • Not enjoying things as much as they used to.
  • Changes in appetite and/or weight.
  • Sleeping more or less than usual.
  • Feeling tired or having less energy.
  • Feeling like everything is their fault or not being good at anything.
  • Having more trouble concentrating.
  • Psychomotor retardation or agitation.
  • Having thoughts of suicide or wanting to die.

There are also some secondary symptoms:

  • Caring less about school or not doing well at school.
  • School refusal.
  • Spending less time with friends or in after-school activities.
  • Somatic complaints in general.

Physical complaints (e.g. headaches; stomach aches) are more

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Youth Intervention: Theory, Research, and Practice – Lecture 0 (UNIVERSITY OF AMSTERDAM)

There are several major principles of youth interventions:

  1. Children and young people rarely refer themselves
  2. Children are rarely treated in isolation
  3. There is a chance to intervene early
  4. There is almost always a lot of heterogeneity
  5. Development has to be taken into account

Children not referring themselves leads to problems with client motivation and problem awareness. There are three levels of youth intervention:

  1. Universal (i.e. targets whole population)
  2. Selective (i.e. targets youth with certain risk)
  3. Indicated (i.e. targets youth already showing symptoms).

Treatment refers to targeting youth with symptoms at (sub)clinical level or those with a diagnosis. Heterogeneity in complaints exist because of three reasons:

  • There is ongoing development in youth and this makes the complaints more likely to cause problems and more heterogeneous.
  • There are more people involved
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De Roos et al. (2017). Comparison of eye movement desensitization and reprocessing theory, cognitive behavioural writing therapy, and wait-list in pediatric posttraumtic stress disorder.” – Article summary

About 16% of the children exposed to a trauma develop posttraumatic stress disorder (PTSD). This is associated with psychiatric comorbidity (1), functional impairment (2) and persistence into adulthood (3). Early and effective treatment is needed to reduce the negative effects of PTSD.

Trauma-focused psychological therapies are recommended as first-line approach. Trauma-focused cognitive behavioural strategies (CBT) involve a combination of coping skills training (1), cognitive restructuring (2), therapist- and client-led exposure (3) and parent interventions (4).

Eye movement desensitization and reprocessing (EMDR) therapy is a brief, trauma-focused treatment for PTSD. During this treatment, the patient holds a disturbing image from the trauma memory in mind while engaging in sets of saccadic eye movements. There is evidence that it works for adults. Both CBT and EMDR appear effective in reducing PTSD symptoms in adults. The sessions consist of history taking (1), treatment planning (2), preparation (3),

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Dunning et al. (2019). Research review: The effects of mindfulness-based interventions on cognition and mental health in children and adolescents – A meta-analysis of randomized controlled trials.” – Article summary

Mindfulness refers to intentionally directing attention to present moment experiences with an attitude of curiosity and acceptance. Higher levels of mindfulness is associated with better functioning for several psychological and physical health outcomes. Mindfulness skills can be augmented through training. The enhancement of proximal skills (e.g. non-judgemental attention control) may influence distal outcomes (e.g. reduced symptoms; improved behaviour).

Mindfulness may be introduced to youth to enhance core cognitive skills to support academic and social functioning. Mindfulness may be especially useful as self-regulation and executive functioning strongly develop during this period. Next, it is also a period in which many mental disorders first appear.

An active control group in MBI studies refers to something that is expected to benefit its participants and matches the MBI in non-specific factors (e.g. engagement with therapist).  

Mindfulness-based interventions (MBI) lead to greater improvements of mindfulness (1), executive functions

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Van der Oord, Lucassen, van Emmerik, & Emmelkamp (2010). Treatment of post-traumatic stress disorder in children using cognitive behavioural writing therapy

PTSD symptoms may persist into adulthood if children are not treated adequately. Cognitive behavioural treatment is more effective than a waitlist condition (1), community treatment (2), supportive therapy (3) or child-centred therapy (4) on short- and long-term outcomes. However, there is no consensus regarding essential aspects of the treatment (e.g. should anxiety management procedures be added?). Furthermore, most studies focus on a single traumatic event rather than complex trauma (i.e. multiple traumatic events).

Imaginal exposure and cognitive restructuring of trauma-related dysfunctional cognitions are seen as essential to CBT. Written exposure may be effective through the same mechanisms as exposure in CBT. Cognitive behavioural writing assignments produce materials which can be shared with partners or parents (i.e. social sharing). Social sharing may promote social support which reduces PTSD symptoms.

The narrative exposure treatment (NET) only uses the trauma narrative. It aims to reduce PTSD symptoms by

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McCauley et al. (2018). Efficacy of dialectical behavior therapy for adolescents at high risk for suicide: A randomized clinical trial.” – Article summary

Prior suicide attempts are indicators of suicide death. Prior suicide attempts and non-suicidal self-injury (NSSI) are indicators of future suicide attempts. Therapeutic interventions for reducing self-harm have better outcomes than treatment as usual.

Dialectical behavioural therapy (DBT) refers to a multicomponent cognitive-behavioural treatment that targets treatment engagement and the reduction of self-harm and suicide attempts. It focuses on teaching skills for enhancing emotion regulation (1), distress tolerance (2) and building a life worth living (3). It is efficacious in reducing suicide attempts and NSSIs.

DBT is efficacious among adolescents for reducing suicide attempts (1), NSSI (2) and self-harm (3) for people at risk for suicide. At six months after the treatment, participants who followed DBT had a lower suicide risk than those who followed IGST. At twelve months, there were no differences. After twelve months, half of the participants stopped with self-harm in the

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Maric, Willard, Wrzesien, & Bögels (2019). Innovations in the treatment of childhood anxiety disorders: Mindfulness and self-compassion approaches." - Article summary

The most cost-effective treatment for childhood anxiety disorders (CAD) is cognitive behavioural therapy (CBT). It typically includes elements of cognitive restructuring and exposure activities aimed at targeting common anxiety symptoms. Involving the parents or family in CBT for CAD is only beneficial under certain conditions. However, about a third of the children do not respond to treatment and children with social anxiety disorder benefit less well than children with other disorders.

Attention problems play an important role in anxiety disorders (e.g. attentional bias). Mindfulness may affect attention as it is related to focusing one’s attention. Mindfulness implies welcoming daily hassles with acceptance, calmness, self-compassion and gratefulness. Mindfulness refers to awareness that arises by paying attention on purpose (1), focusing on the present moment (2) and non-judgementally (3). It is a mental state achieved by focusing on one’s awareness on the present moment, while calmly acknowledging and accepting

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Lynch et al. (2006). Mechanisms of change in dialectical behavior therapy: Theoretical and empirical observations.” – Article summary

Dialectical behaviour therapy (DBT) is a well-established treatment for borderline personality disorder (BPD). It seems to be efficacious and this also holds for chronically depressed older adults and individuals with eating disorders. DBT decreases problem behaviours in BPD (e.g. self-injurious behaviour; suicide attempts; suicidal ideation; hopelessness; bulimic behaviour; depression).

DBT focuses on the balance between acceptance (i.e. no complete acceptance of behaviour due to the seriousness but no blame) and change (i.e. no complete focus on change as this can be seen as critique but no apathy). The dialectic refers to the process by which a behaviour, phenomenon or argument is transformed. It consists of three stages:

  1. Thesis
    This includes the initial proposition or statement (i.e. thesis)
  2. Antithesis
    This includes the negation of the beginning phenomenon and this involves an antithesis.
  3. Negation of the negation
    This includes the synthesis
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The first studies on development were trying to answer the question of which of the following is more influential on the child’s development: the genes or the environment. Since the discovery of the DNA, the basic component of heredity, enormous advances have been made in deciphering...

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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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